内容

目次

1 Evaluation and Accountability in Training for Professional Psychology: An Overview.- Validating Individual Practitioners.- Evaluation of Education and Training.- Assumptions upon Which to Base an Evaluation Program.- Some Limitations for Evaluating Education and Training.- What Do We Want to Know about Education and Training?.- An Initial Research Program.- Evaluation of Education and Training and Quality Assurance.- Need for Proximal Measures of Performance.- Research Designs for Comparison Groups.- Evaluation of Education and Training in Other Professions.- Conclusions.- References.- 2 Program Evaluation: Defining and Evaluating Quality.- Nominal and Ordinal Aspects of Quality.- Functions of External Evaluation.- Evaluation of Output.- Evaluations of Process.- Metaevaluation.- Final Comments.- References.- 3 Work Samples and Simulations in Competency Evaluation.- Psychology’s Evaluation of Itself.- History and Rationale.- Definitions and Examples.- Advantages of Performance Tests.- Application of Skills.- Interactive Skills.- Detachment of Stress from the Examiners.- Content Validity.- Predictive Validity.- Less Adverse Impact.- Disadvantages of Performance Tests.- Costs.- Administrative Complexities.- Range of Knowledge.- Reliability.- Work Samples versus Simulations.- Work Samples.- Simulations.- An Experimental Contrast in Psychiatry.- Conclusions and Discussion.- References.- 4 Current Status of Training Evaluation in Clinical Psychology.- Urgency of the Issue.- Scope of the Chapter.- Defining Evaluation Questions.- Variations in Perspectives and Purposes.- Variations in Training Context.- Design Alternatives and Research Agendas.- Constructing the Clinical Psychologist.- National Findings on Training Evaluation Practices.- Methodology.- Training Evaluation Procedures.- Evaluation Impact.- Evaluation Obstacles.- Setting Variations.- Specification and Measurement of Clinical Competence.- Methodological Considerations.- The Contents and Procedures of Competency Measures.- Making Progress in Measuring Competence.- Assessing Training Processes.- The Value of Studying Training Processes.- Approaches to Process Investigation.- Linking Processes to Outcomes.- Future Directions.- References.- 5 Training and Evaluation in Counseling Psychology.- The Importance of Evaluation.- Efforts to Evaluate Training in the Helping Professions.- A Survey of Current Evaluation Practices in Counseling Psychology.- Future Directions.- References.- 6 Graduate Education and Training in Health Psychology.- Predoctoral Education in Psychology: Generic or Specialized?.- Doctoral Education in Health Psychology.- Postdoctoral Training in Health Psychology.- Employment Opportunities for Health Psychologists.- Licensure of Health Psychologists.- References.- 7 Evaluating School Psychologists and School Psychological Services.- The Early Affiliation of Educational Psychology, School Psychology, and Clinical Psychology.- The Emergence of the Specialties of Clinical Psychology and School Psychology.- Models of School Psychology.- The Clinical Diagnostic Model.- The Prevention-Promotion Model.- The Social Learning Model.- The Organizational Development Model.- The Prescriptive Intervention Model.- The Child Advocacy Model.- Models of School Psychology Services and Evaluation.- A Three-Dimensional Paradigm for Evaluation.- The Source Dimension.- The Roles Dimension.- The Skills Dimension.- Developmental Strands for Evaluating Changes in School Psychologists over Time.- Developmental Strand for Applying Psychological Theories to Assessment.- Developmental Strand for Teaching the Relevant Psychological Theories in Parent and Teacher Education.- Developmental Strand for Acquiring Competence in Conducting Research on Educational Topics.- Designing Custom Evaluations.- Conclusion.- References.- 8 Clinical Evaluation of Medical Students in U.S. Medical Schools.- Structure of Clinical Education in U.S. Medical Schools.- Clinical Courses in the First 2 Years of Medical School.- Clinical Clerkships.- Graduate Medical Education.- Evaluation of Medical Students during Clinical Education.- Content and Method of Evaluation.- Problems with Current Evaluation Practices.- Research on Methods of Evaluating Clinical Competence.- Developing an Effective System of Evaluation.- References.- 9 Improving Evaluation in Counselor Training and Credentialing through Standardized Simulations.- Traditional Evaluation Methods.- Standardized Simulations as an Evaluation Method.- Applications of Standardized Simulations in Medicine.- Types of Standardized Simulations in Counseling.- Interview Simulations.- Case Management Simulations.- Applications of Standardized Simulations.- Evaluation in Counselor Training.- Evaluation in Counselor Credentialing.- Evaluation of Counselor Training Programs.- Expanding Applications of Standardized Simulations.- Definitions of Competence.- Measurement Characteristics of Standardized Simulations.- Defining Performance Criteria.- Conclusion.- References.- 10 Accreditation: A Link between Training and Practice.- The Nature of Accreditation: Values, Objectives, and Methods.- Accreditation of Education and Training Programs in Professional Psychology.- Standards for Practice in Professional Psychology.- Accreditation of Psychological Service Delivery Settings.- Concluding Remarks.- References.- 11 Licensure and Certification of Psychologists.- Summary of Minimal Competence by State.- Type of Governmental Regulation.- Definition of the Psychologist.- Experiential Requirements.- Examinations.- Pass Point on the EPPP.- Restrictiveness.- Relationships among the Criteria of Minimal Competence.- Summary.- The National Licensure Examination.- Proper Use of the EPPP.- Establishment of a Pass Point on the EPPP.- Equating Procedure.- Content Validation of the EPPP.- Role Delineation Study.- Empirical Verification: The Scottsdale Conference.- Summary.- Content Validation of the Item Bank.- New and Other Examination Methods.- Oral Examination.- Jurisprudence and Essay Examinations.- Written Simulation.- Implications for Graduate Faculty.- References.- 12 Certification of Psychologists by the American Board of Professional Psychology.- History.- The American Board of Professional Psychology Today: Structure and Function.- Requirements for Certification by ABPP.- Training and Supervised Experience Requirements.- Other Requirements.- Professional Work Sample.- Oral Examination.- Dimensions of Competency Covered by the Oral Examination.- Award of the Diploma.- Future Trends in Credentialing by ABPP.- Alternative Examination Procedures Based on “Assessment Centers” Model.- New Areas of Professional Practice.- Certification Procedures and Criteria Established by the ABPP: Implications for Training in Professional Psychology.- Incentives to Seek the ABPP Diploma.- “Cradle-to-Grave” Concept.- Credentialing: Turf Guarding or Opportunity for Cooperation?.- References.- 13 Criterion-Referenced, Competency-Based Training in Behavior Modification.- Overview.- Definitions.- Need for Competency-Based Training.- Guideline Development.- Identification of Competencies and Assessment Criteria.- First Survey.- Second Survey.- Comparison of First and Second Surveys.- Developing Tests for Target Competencies.- Evaluation of the Assessment and Training Procedures.- Discussion.- Current Status.- Future Direction.- Refinement of Training Techniques.- Expansion of Competency Areas.- Summary.- References.- 14 Continuing Professional Education for Clinical Psychology: A Practice-Oriented Model.- Overview of the Continuing Professional Education Development Project.- Project Goals.- The Practice Audit Model.- Participation of Clinical Psychology in the Project.- The Practice Description for Clinical Psychology.- The Role Delineation Study.- The Practice Audit for Clinical Psychology.- Client Simulation.- Other Exercises.- Practice Audit Criteria.- Results of the Practice Audit Session.- The Clinical Skills Workshop.- Workshop Evaluation.- Practice-Oriented Continuing Professional Education.- Comparison of Knowledge-Based versus Practice-Oriented Approaches.- Cost Consideration.- Prospects for Practice-Oriented Continuing Professional Education.- References.